Future heavy duty trucking engine requirements

Developers of advanced heavy duty diesel engines are engaged in probing the opportunities presented by new materials and techniques. This process is technology driven, but there is neither assurance that the eventual users of the engines so developed will be comfortable with them nor, indeed, that those consumers will continue to exist in either the same form, or numbers as they do today. To ensure maximum payoff of research dollars, the equipment development process must consider user needs. This study defines motor carrier concerns, cost tolerances, and the engine parameters which match the future projected industry needs. The approach taken to do that is to be explained and the results presented. The material to be given comes basically from a survey of motor carrier fleets. It provides indications of the role of heavy duty vehicles in the 1998 period and their desired maintenance and engine performance parameters

A First Amendment Deference Approach to ReformingAnti-Bullying Laws

The article focuses on the problems of bullying among students and the use of U.S. First Amendment deference approach for reforming anti-bullying laws in the U.S., it also mentions effects of bullying; First Amendment anti-bullying law doctrine on overbreadth; and deferential standards

Beyond the Schoolhouse Gates: The Unprecedented Expansion of School Surveillance Authority under Cyberbulling Laws

For several years, states have grappled with the problem of cyberbullying and its sometimes devastating effects. Because cyberbullying often occurs between students, most states have understandably looked to schools to help address the problem. To that end, schools in forty-six states have the authority to intervene when students engage in cyberbullying. This solution seems all to the good unless a close examination of the cyberbullying laws and their implications is made. This Article explores some of the problematic implications of the cyberbullying laws. More specifically, it focuses on how the cyberbullying laws allow schools unprecedented surveillance authority over students. This authority stands in notably stark contrast to the constraints on government authority in other contexts, including police authority to search cell phones. In June 2014, the Supreme Court recognized in Riley v. California that police searches of cell phones require a warrant because of the particular intrusions into privacy attendant to those searches. While some surveillance authority over students may be warranted, the majority of the cyberbullying laws implicitly give schools unlimited, or nearly unlimited, and unfettered surveillance authority over students\u27 online and electronic activity whenever, wherever, and however it occurs: at home, in bedrooms, at the mall, on personal cell phones, on tablets, or on laptops. This Article argues that the cyberbullying laws, though well meaning, vastly expand school authority through the broad, if implicit, allowance of surveillance authority over students and implicate privacy harms that are made more acute because the authority lies with schools over students. Although no doctrine yet exists on the limits of school surveillance authority, limits on school authority in other contexts do exist. First and Fourth Amendment doctrine in student-speech and search cases, as well as doctrine on government surveillance more generally, offers some guidance on where the boundaries of school authority lie. The surveillance authority in most cyberbullying laws goes beyond these bounds, indicating that cyberbullying laws expand school authority. To protect students from excessive school surveillance authority and attendant privacy harms, realistic limits need to be imposed on school surveillance authority under the cyberbullying laws both by way of a framework for determining the boundaries of school authority and a cause of action for students. This Article calls for both and draws on the nexus doctrine in First Amendment student-speech cases to develop such a framework

A Study of Environment Noise in Ultra-Wideband Indoor Position Tracking

This work is motivated by the problem of improving the accuracy of indoor ultra-wideband (UWB) position tracking through the study of the environment noise that affects such a system. Current systems can provide accuracy in the range of 30-100 cm in a small building, suitable for applications that require rough room-level precision such as asset tracking and surveillance. Our long-term goal is to improve the accuracy to 1 cm or better, expanding potential applications to telepresence, augmented reality, training and entertainment. This work investigates the possibility of systematically observing the measurement noise of an UWB position tracking system and building a map of it throughout a facility. In order to understand the effect of environment noise on UWB indoor positioning and in turn filter out the effects of this noise, it is important to have an idea of what this measurement noise looks like in a real world scenario. In this work, an understanding of the measurement noise is gained by taking many measurements using a commercially-available UWB positioning system installed in a real world scenario and analyzing these measurements in various ways. To the author\u27s knowledge, no one has used such an exhaustive approach to analyze measurement noise in UWB indoor positioning. The results of this work show that the measurement noise that affects a UWB indoor position tracking system can be effectively modeled using a weighted sum of Gaussians, is stable over time and is locally similar. Furthermore, a particle filter augmented with a measurement noise map is proposed to improve position tracking accuracy. Finally, a metric is proposed that can be used to quantify expected system performance based on sensor location, sensor orientation and facility floorplan. Using this metric, a procedure is developed to determine the parameters, i.e. sensor position, sensor orientation and potentially others, of the physical installation of the UWB tracking system that will produce minimum measurement error based on sensor geometry and physical facility constraints

The Privacy of the Public School

This Article compares the liability of the public schools with that of families for harms to children in their care. Families serve as an apt vehicle for comparative analysis because families’ and schools’ responsibilities for children overlap substantially. Despite these overlapping responsibilities, however, the law allows schools to evade liability for harms to children and penalizes families for the same or similar harms. Drawing on feminist theory on privacy and the public/private divide, this Article argues that the limits of public school liability mean they have privacy. Feminist theorists identify privacy as freedom from regulation and intrusion into decision-making. Public schools enjoy privacy in this sense because when they allow or cause harm to children, they are largely not held legally responsible. In the context of harms to children, therefore, the public/private divide is inverted. Recognizing this public school privacy has significance in three ways. First, it highlights how the law privileges school authority over the rights of children. Second, recognizing public schools’ privacy allows for its deconstruction. Third, once deconstructed, elements of this privacy justify a theoretical argument that the Fourteenth Amendment imposes a duty on schools to protect children, and that children have a corollary right to be free from harm in school

In One Place, But Not Another: When the Law Encourages Breastfeeding in Public While Simultaneously Discouraging It at Work

In this Essay, the author takes a novel approach to the topic of breastfeeding and work by exploring the trend among states to exempt breastfeeding from criminal indecent exposure laws and comparing this trend to the support, or lack thereof, in laws and policy for breastfeeding at work. The author\u27s comparison reveals that while there is a trend to support breastfeeding in public, there is no such trend in the law to support breastfeeding in the relatively more private work environment. The author argues that this disparity is both counterintuitive and serves to limit women\u27s choices regarding breastfeeding and work. The author also provides an analysis of the law, arguing that the government action with respect to breastfeeding advances a particular public policy that limits women\u27s choices with respect to breastfeeding at work and that furthers the already recognized divide between work and family. The author concludes with suggestions for how the government can and should use the already extant authority it holds to intervene in private employment with respect to breastfeeding and work and family policies to support workplace breastfeeding and to break down the divide between work and family

Legal Guidance Related to Behavioral Supports for Students with Disabilities

This presentation will focus on the relationship between behavioral supports, FAPE, and LRE. In addition, it will include information on how behavioral issues trigger child find/the responsibility to evaluate students for special education. It will also cover bullying--specifically how bullying of (or by) students with disabilities gives rise to responsibilities to address the issue in the IEP. Finally, it will cover how Hospital/Homebound should and should not be used for students exhibiting behavioral problems

The School Civil Rights Vacuum

Recent cases of pervasive sex abuse at universities, including those committed by Larry Nassar at Michigan State University and by Jerry Sandusky at Pennsylvania State University, demonstrate the limitations of Title IX as a tool for protecting college students. What has gone far less recognized is that in the K–12 public school context, Title IX and other civil rights laws, including the Fourteenth Amendment, are at least as ineffective at protecting students from sexual, physical, and verbal abuse and harassment. Public school students rarely succeed on Fourteenth Amendment or Title IX claims, even in some of the most egregious cases. Although these two potentially powerful civil rights laws should protect children from and remedy these harms, there is a civil rights vacuum in public schools.This Article argues that courts unjustifiably limit public school liability under both the Fourteenth Amendment and Title IX for student physical, verbal, and sexual harassment and abuse. This jurisprudence is limited due to the courts’ misconceptions about families and schools. Taken in the aggregate, these laws leave children, particularly low-income children, without protection and vulnerable in school.In making these arguments, this Article is the first to demonstrate how the courts’ evaluations of these civil rights claims are based on misconceptions and are, therefore, unjustified. It also exposes the collective failure of these civil rights laws to protect students. As a remedy, this Article proposes changes to the assessment of these Fourteenth Amendment and Title IX claims that abandon misconceptions, increase schools’ potential for liability, and promote the development in schools of processes for preventing, discovering, and remedying students’ harms

The Title IX Paradox

When Christine Blasey Ford explained to the Senate Judiciary Committee why she had not reported her sexual assault at age fifteen, she captured the struggle of many children who must decide whether to make such reports: “For a very long time, I was too afraid and ashamed to tell anyone the details.” Thousands of sexual assaults happen to children in school each year. Title IX, a potentially powerful civil rights law, should protect them. Title IX’s main purpose is to protect individuals from sex discrimination, including in the form of sexual harassment and assault, in public schools. Yet Title IX rarely does so. Title IX’s failure of purpose stems in part from courts’ evaluations of the judicially created “actual notice” standard. That standard requires that students do what Dr. Blasey Ford, out of fear, could not: report their sexual harassment and assaults. Further, courts’ assessments of actual notice mandate that schools receive this notice at particular times, through particular officials, and with particular information. If any of these strict criteria are not met, Title IX allows schools to do nothing in the face of students’ sexual harassment.This Article argues that in establishing these particularized actual notice requirements, courts have constructed a paradox for students. Courts demand that students do what they largely cannot in order to access the law’s protections. Applying empirical research in behavioral psychology and child and adolescent neuroscience to the analysis of Title IX for the first time in the academic literature, this Article exposes these flaws in Title IX doctrine and policy and recommends appropriate changes. It proposes a re-conceptualization of the actual notice standard, a burden-shifting element to Title IX’s evaluation framework, and statutory modifications that accommodate for psychological and neuro-developmental impediments in children’s decision-making. Such changes would better motivate schools to act in response to sexual harassment of their students and serve Title IX’s protective purpose